Analytical notes on the concept of teaching position

Abstract

Throughout the research, a recurrent question has arisen as to what are the conditions of possibility of a committed and democratizing work of the educational link. Thus, I have been developing the concept of teaching position, in relation to the productivity of the different teaching actions developed within the framework of the interpellation of diverse social and educational discourses. This article is based on valuable research on the regulations of teaching work in pedagogy, history, politics and sociology of education studies in recent years. It also seeks to incorporate other dimensions in order to continue approaching the question—always open—of what produces the involvement—or the lack of it—of teachers in the work of enabling, accompanying and sustaining training? I would like to offer here a specifically theoretical approach that seeks to provide a complementary answer referring to how teachers' actions are framed in social and educational discourses that enable one or the other positions.